Publications

Eshelman, T. (2026). Measuring Cognitive Engagement in AI-Supported Writing: Introducing the Revision Responsiveness Index (RRI) as a Process-Based Assessment Model. Turkish Online Journal of Educational Technology-TOJET. Under publication.

Eshelman, T., & Rosario, J. (2026) How K-12 school district administrators and board directors leverage resources to develop AI policies within existing institutional frameworks: A systematic literature review. Turkish Online Journal of Educational Technology-TOJET. Under publication.

Eshelman, T. C. (2025). Exploring High School Teacher and Student Engagement with the Wisdom K12 Automated Writing Evaluation Tool in the Northeastern United States: A Multiple Intrinsic Case Study. Turkish Online Journal of Educational Technology-TOJET, 23(4), 87-101.

Eshelman, T. & Hogue, M. (2024). Impact of a micro-course intervention on pre-service teachers’ ability to find, select, adapt, and apply educational technology in 21st-century learning: A single-group experimental quantitative study. PAECT: Technology Education Research Journal, 6(1).

Eshelman, T. C., & Hogue, M. (2023). Pre-Service Teacher Perceptions on TPACK Instructional Design Micro-Course: A Case Study in the Northeastern United States. Turkish Online Journal of Educational Technology-TOJET, 22(1), 161-180.

Eshelman, T. (2022). Homelessness Liaisons’ Strategies to Promote School Connectedness During Extended School Closures. Turkish Online Journal of Educational Technology, 115.

Eshelman, T. C. (2022). How Liaisons Leverage Self-Regulated Learning during Transitions to Online Learning at Midwestern Urban School District: A Transcendental Phenomenological Study. Liberty University.

Eshelman, T. (2017). Digital game-based learning (DGBL) impact on foreign language vocabulary learning. ITEC - TASET. DOI: 10.13140/RG.2.2.32197.14568

Presentations

International Educational Technology Conference (2026). Measuring Cognitive Engagement in AI-Supported Writing: Introducing the Revision Responsiveness Index (RRI) as a Process-Based Assessment Model. Conference paper & presentation. University of California Los Angeles (UCLA). Los Angeles, CA.
International Educational Technology Conference (2026). Developing AI policy for K-12 Public School Boards. Conference paper & presentation: How K-12 school district administrators and board directors leverage resources to develop AI policies within existing institutional frameworks: A systematic literature review. University of California Los Angeles (UCLA). Los Angeles, CA.
Heritage Foundation and 1776 Foundation. October 2025. Closed Symposium on Developing AI policy for K-12 Public School Boards. Conference paper & presentation: How K-12 school district administrators and board directors leverage resources to develop AI policies within existing institutional frameworks: A systematic literature review. https://www.heritage.org/ https://foundation1776.org/
Govern for Impact Conference 2025. Governance and AI Policy. Conference paper & presentation: How K-12 school district administrators and board directors leverage resources to develop AI policies within existing institutional frameworks: A systematic literature review. https://www.governforimpact.org/
PASA-PSBA 2026 Conference. PASA-PSBA School Leadership Conference Celebrates Innovation and Leadership in Education. Conference paper & presentation: How K-12 school district administrators and board directors leverage resources to develop AI policies within existing institutional frameworks: A systematic literature review. https://www.psba.org/pasa-psba-school-leadership-conference-celebrates-innovation-and-leadership-in-education/
Three Rivers Educational Technology Conference (TRETC). (2025). Leveraging Automated Evaluation Programs (AWE) in middle and high school English and Social Studies classrooms. Pittsburgh Technology Council.
International Educational Technology Conference (2024). Exploring High School Teacher and Student Engagement with the Wisdom K12 Automated Writing Evaluation Tool in the Northeastern United States: A Multiple Intrinsic Case Study. Harvard University. Cambridge, MA.
PAECT (2023). Leveraging TPACK and instructional design models to support experiential and authentic learning.
PSBA-PASA (2022). Homelessness Liaisons and Self-regulated Learning: Altering Homeless Environments to Improve Learning During Transitions to Virtual Learning
ITEC-TASET- Cyprus (2022). Homelessness Liaisons and the School Connectedness Theory
ITEC-TASET- Cyprus (2022). TPACK_ID: A Successful Intervention for Pre-Service Teachers to Integrate Technology with Fidelity
TRETC, ASCD, OETC, and PAETC (2021). The impact of self-regulation on digital and e-Learning
TRETC (2020): Leveraging TPACK to improve educational technology integration in the classroom
ISTE- Philadelphia, Pennsylvania (2019). Integrating Technology in the Classroom to Promote Global Citizenship
ITEC- TASET, Harvard School of Education, Cambridge, Massachusetts (2017) Digital Game-Based Learning Impact on Foreign Language Acquisition

List of all chair published dissertations and peer-reviewed scholarly articles of students mentored

Abduljaber, M. (2025). Perceived influence of artificial intelligence on educational leadership decision making, teaching and learning outcomes: a transcendental phenomenological study. Interactive Learning Environments, 1-15.

Baltzell, J. A. (2025). Exploring Professors’ Lived Experiences of Interacting With Artificial Intelligence in the Classroom: A Phenomenological Study. https://digitalcommons.liberty.edu/doctoral/7615/

Bolin, G. M. (2025). Fostering Belonging: A Transcendental Phenomenological Study of Nontraditional Students in Higher Education. https://digitalcommons.liberty.edu/doctoral/7141/

Chen, A. S. (2025). A Hermeneutic Phenomenology Study: How Students Affected by Trauma Experience Transformative Learning Through Digital Tools. https://digitalcommons.liberty.edu/doctoral/7695/

Choe, D. S. (2024). Educators' Perceptions For Low Performance on Mathematics State Assessment Among High School Algebra Students With Learning Disabilities In An Alternative Education Program in California: An Explanatory Case Study. https://digitalcommons.liberty.edu/doctoral/6106/

Crum, A. A. (2024). An exploration of how teacher leaders perceive their influence on student learning: A transcendental phenomenology of the experiences of teacher leaders. https://digitalcommons.liberty.edu/doctoral/5962/

Farina, M. S. (2024). Navigating Accountability: A Hermeneutic Transcendental Study on Teachers' Responsibility in Integrating Social and Emotional Learning in Mathematics Education. TOJET: The Turkish Online Journal of Educational Technology, 23(4).

Grano, S. (2025). Researching Research Leaders: A Qualitative, Phenomenological, Transcendental Study of University Institutional Official Relations with Stakeholders Using the Competing Values Framework. https://digitalcommons.liberty.edu/doctoral/6871/

Halko, J. (2026). An investigation into bridging the rural stem gap with multimedia learning principles: A phenomenological study. Digital Commons. Liberty University. Under publication.

Herring, A. (2024). A Case Study of the Perceived Pedagogical Strategies Used to Increase Student Motivation and Effective Technology Use in the Secondary Classroom. https://digitalcommons.liberty.edu/doctoral/6204/

Malone, B. (2025). Ethical considerations in instructional design enhanced by artificial intelligence: A phenomenological inquiry. https://digitalcommons.liberty.edu/doctoral/6427/

Malone, B. (2024). Ethical Considerations in Instructional Design Enhanced by Artificial Intelligence: A Systematic Literature Review. Turkish Online Journal of Educational Technology-TOJET, 23(4), 72-86.

McAllister, J. S. (2026). Understanding K-12 Public High School Teachers’ Perceptions of Artificial Intelligence in Education: A Phenomenological Study. https://digitalcommons.liberty.edu/doctoral/7923/

McCann, A. L. (2024). A Hermeneutic Phenomenological Study of the Lived Experiences of Nontraditional Students Enrolled Exclusively in an Online Asynchronous Environment at a United States-Based Institution of Higher Education. https://digitalcommons.liberty.edu/doctoral/6304/

Plueger, C. T. (2024). The Lived Experiences of Educators Leveraging Educational Technology and Connectivism for Fostering Academic Achievement in Higher Education: A Transcendental Phenomenological Study. https://digitalcommons.liberty.edu/doctoral/5850/

Plueger, C. T. (2024). The Significance of Educational Technology in Higher Education: An Hermeneutic Phenomenology Examination for Expanding the Theoretical Bases of Connectivism Theory. Turkish Online Journal of Educational Technology-TOJET, 23(4), 206-221.

Sami, F. M. (2024). A Transcendental Phenomenological Study of Elementary and Middle School Math Teachers Experiences with Social and Emotional Learning and Math Achievement. https://digitalcommons.liberty.edu/doctoral/5922/

Rosario, J. (2026). Understanding School Board Members' Perspectives on Governance, Policymaking, and Training in Florida: A Phenomenological Study. https://digitalcommons.liberty.edu/doctoral/7931/

Sutton, J. R. (2024). Exploring the lived experiences: social and emotional well-being of virtual instructors in the Federal Government.

Committee published dissertations and peer-reviewed scholarly articles of students mentored

Blig, N. (2024). The Experiences of Christian School Educators in the Midwest Who Practice Consistent Prayer: A Phenomenological Study. https://digitalcommons.liberty.edu/doctoral/5821/

Campbell, A. M. (2024). A hermeneutic phenomenological study of college students’experiences with college-provided mental healthcare services (Doctoral dissertation, Liberty University). https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?params=/context/doctoral/article/7041/&path_info=81_Campbell_2C_20Adrian_20_28L31554517_29.pdf

Draper, T. M. (2024). A Transcendental Phenomenological Study of Onboarding Practices: Mid-Atlantic Region Public High School Teachers’ Lived Experiences (Doctoral dissertation, Liberty University). https://www.proquest.com/openview/ef3d14d758bc6f309c699bbc12e73b44/1?pq-origsite=gscholar&cbl=18750&diss=y

Driggers, K. T. (2025). The Lived Experiences and Perspectives of Higher Education Faculty Regarding the Use of Artificial Intelligence Writing Tools on Students' Coursework: A Phenomenological Study. https://digitalcommons.liberty.edu/doctoral/7557/

Limber, K. A. (2025). Extended Reality Technology & the Integration of the Paramedic Academic Learning Disability Student into Inclusive Learning Platforms: A Hermeneutic Phenomenological Study. https://digitalcommons.liberty.edu/doctoral/7034/

Lintner, A. (2024). Teacher Experience with AI in Middle School Education: A Qualitative Research Study. https://digitalcommons.liberty.edu/doctoral/6091/Lintner, A. (2024). A Case Study on Critical Thinking and Artificial Intelligence in Middle School. Turkish Online Journal of Educational Technology-TOJET, 23(4), 1-7.

McCullough, L. E. (2024). Examining the Lived Experiences of Educators Using Different Levels of Support for Teaching Math to Students with Learning Disabilities in Math Computation and Problem-Solving for Teachers at Public Cyber Charter High Schools in the Northeastern United States: A Transcendental Phenomenological Study. https://digitalcommons.liberty.edu/doctoral/5880/

McHenn, J. (2025). Uncovering the Essence of Teachers’ Influence on High School Mathematics Instruction in the Northern United States School Districts: A Transcendental Phenomenological Study. https://digitalcommons.liberty.edu/doctoral/6725/

Nguyen, D. (2024). Experiences of Asian American Students in Non-STEM Fields: A Phenomenological Study. https://digitalcommons.liberty.edu/doctoral/5890/Nguyen, D. (2024). The Role of Social Media in Shaping Career Choices of Asian American Students. Turkish Online Journal of Educational Technology-TOJET, 23(4), 201-205.

Russell, M. R. (2025). Educational Technology Instruction in Teacher Preparation Programs: A Hermeneutical Phenomenological Study. https://digitalcommons.liberty.edu/doctoral/7632/

Shoemaker, K. (2026). A Phenomenological Study Exploring Administrators' Experiences Supporting Career and Technical Education Teacher Self-Efficacy. https://digitalcommons.liberty.edu/doctoral/ In Publication.

Tilley, L. (2024). Compassion Fatigue: A Phenomenological Study of the Lived Experiences of Public School Special Education Teachers. https://digitalcommons.liberty.edu/doctoral/6237/

Trewhella, D. M. (2024). Executive Function and Stressed College Students: A Phenomenological Study to Inform Instructional Design. https://digitalcommons.liberty.edu/doctoral/5632/

Williams, F. M. (2025). The Lived Experiences of Underrepresented First-Generation Higher Education Students in the Artificial Intelligence Chatbot College Admissions Process: A Transcendental Phenomenological Study. https://digitalcommons.liberty.edu/doctoral/7250/